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A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

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  • Hui-Hua Chiang

Abstract

This article presents a preliminary investigation of the inter-relationships between English learners’ tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.

Suggested Citation

  • Hui-Hua Chiang, 2016. "A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency," English Language Teaching, Canadian Center of Science and Education, vol. 9(6), pages 1-61, June.
    • Handle: RePEc:ibn:eltjnl:v:9:y:2016:i:6:p:61
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    References listed on IDEAS

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    1. Yiyun Shou & Michael Smithson, 2015. "Adapting to an Uncertain World: Cognitive Capacity and Causal Reasoning with Ambiguous Observations," PLOS ONE, Public Library of Science, vol. 10(10), pages 1-27, October.
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      JEL classification:

      • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
      • Z0 - Other Special Topics - - General

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